LIBRARY OF CONGRESS 

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Monogr(^)h. 



BULLETIN 

OF THE 

UNIVERSITY OF MONTANA 

NO. 123 

Why Go to College? 



CONTENTS 

COLLEGE OR ? 

OPINIONS OF PROMINENT 

MONTANANS 

WHAT THE UNIVERSITY OF 
MONTANA DID FOR ME 

DIAGRAMS AND 
QUOTATIONS 



COMPILED BY G. F. REYNOLDS, Ph. D. 

Professor of English and Rhetoric 



Entered at the Postoffice at Missoula, Montana, as Second-Class Matter 
Under Act of Congress, June 16, 1894. 



MISSOULIAN PUBLISHINQ COMPANY 



V^^^-x 



">|^t vt&pttt a man 

Vl/ not for toljat ije 
otons! but for tofjat ije is." 



Deber forget tfieeijcr- 
lasitins triffereme 
bettoccn mafemg a Ubing 
anb making a life." 



^) Jforehjorb 

r-= npHIS booklet emphasizes, quite naturally, 
_I 1 the necessity of a broad cultural founda- 
Xf tion for any vocational training worthy of the 
name of education. Young people, sometimes 
older ones, do not see that two years of Latin 
may be quite as practical as two years of arith- 
metic or manual training. In view of this com- 
mon disregard the emphasis on general culture 
is therefore inevitable. 

But it should not be forgotten that the Uni- 
versity of Montana stands for vocational train- 
ing also. By its system of required subjects it 
gives its students breadth of training; by its 
system of major studies it allows him to se- 
cure thoroughness of knowledge in one field of 
work and thus fits hfm for practical life. 

The University of Montana does not believe 
in subordinating manhood and womanhood to 
anything. The highest human efficiency comes 
only through general all round development. 
Training along some single, narrow line is 
merely a get-rich scheme in things mental. Such 
vocational, or technical training can only come 
successfully after a general cultural course. The 
motto of the University of Montana is therefore 



€(f iciencp tK^touBlj JSebelopimnt 



TT-IANKS are due to the men and women 
•*• of the State who so willingly responded 
to requests for the opinions to be found in these 
pages, and to those who furnished the lists on 
which page 48 of this booklet is based. These 
opinions and lists were obtained by J. B. Speer, 
'06, and Miss Mary Hansen, Ml. 

Professor William F. Book of the Depart- 
ment of Psychology and Education has also 
contributed many helpful suggestions and criti- 
cisms. 



^ Jlacfjine 3g €llitimt 

MAN IS MORE THAN A MACHINE 

The University of Montana 
Stands for 

^rogreggiije efficiency 



College or ? 



y^.^n-lE CITY CLUB was holding an 
m C\ open night for the seniors of the 
m^ J High School and the rooms were 
^^^ thronged by the hosts — prominent 
men of the city who were interested in the 
schools — by the high school teachers, and by 
the young men who were soon to be graduated. 

Over in one corner of the reading room Mr. 
Case, the lawyer, and Mr. Sales, the merchant, 
were joined by three of the senior boys. 

*'Well, Will, are you going to college?" 
inquired Mr. Case. 

*'Who, me? I should say not. Bob is. He 
thinks he's a cross between Demosthenes and 
Daniel Webster because he won the declama- 
tory contest once; so he's planning on being an 
ornament to the American bar. Of course he's 
going, but none of that for mine. I'm no genius. 
What do I want of college?" 

"Oh, dry up. Will. But, Mr. Case, I've 
always wanted to be an attorney, and I think 
I ought to go to college for my preparation." 

* 'Certainly," said the older man. * 'Almost 
every trade and profession requires special 
training nowadays. And the day for study- 
ing law in a law office is past; to do so 
would be to handicap yourself at the beginning. 
Lawyers, doctors, preachers, teachers, engineers, 
farmers — all of them have to take a higher edu- 
cation. But how do you make out. Will, that 
only geniuses need an education?" 



The Way 
the Talk 
Began 



Technical 

Training 

Necessary 



Page Seven 



Wii)V ^0 ^0 College? 



"Well, of course, I don't really know. I can 
see that if I were to be a professional man I'd 
have to go on. But I'm not. I'm going into 
business if I can only get a start." 

**ril give you a chance any time you want 
Business Jt '» the merchant offered. 

and 

College **Thank you, sir; that makes it all the more 

foolish for me to think of college. If I can 
work my way up in business I'll be earning 
money from the beginning and getting a fine 
preparation besides. Did you ever go to col- 
lege, Mr. Sales?" 

"No; I didn't. I think you're right. Will. 
I began as a roustabout, and I have never re- 
gretted it. I am forty now, and of all my boy- 
hood friends who first went to college and then 
into business I can't see that any are better off 
than I am. Some aren't so well off." 

**I should say not," ejaculated Will. "There's 
Smith; he's a Harvard graduate and yet he 
can't hold down any kind of a job for over two 
months." 

"Do you think he's a fair example?" asked 
Bob. 

"Well, maybe he isn't," Will rejoined. 
"Maybe I wouldn't be either." 

The lawyer explained: "Of course, college 
is no insurance for success. But neither 
is roustabouting. Mr. Sales and I were 
both in school together. There were fifty boys 
who finished the grades that year. Some of 
us went into the High School. Of those who 



Paoe Eight 



W&iip #0 So College? 



didn't, I don't remember any who succeeded 
except Mr. Sales. So he's hardly typical 
either." 

**I can't see it," objected the merchant. 
** Plenty of men have succeeded in the past who 
didn't go to college, even professional men." 

* 'Certainly; conditions now aren't the same. 
Competition is keener. Even business is more 
complex. Could you guarantee Will that in 
four or five years, you would make him familiar 
with all your business?" 

"Four or five years! Of course not. I've 
been at it for twenty and working all the time." 

**But he's got to compete with you or with 
men like you. Why shouldn't he go to college, 
study the large principles of business and 
society quickly and thoroughly, and then get 
up the details in practice? It's sure that many 
of his competitors will do that, and he will be 
severely handicapped if he doesn't. Fifty per 
cent of a recent graduating class at Dartmouth 
went into business; that's only typical of every 
college." 

**The stuff he learns at college won't help 
him any." 

"Don't be too sure about that. Practically 
every college course will give him some training 
or information of direct practical value. But 
that isn't the main thing; college will lift him 
out of himself and give him a broad view of 
things. You think that isn't necessary in busi- 
ness? What is the matter with our railroads? 
Many of their presidents and managers have 



Times 

Have 

Changed 



Colleges 

Have 

Changed 



Tho 

Broad 

View 



Page Nine 




'oung men anb poung 
toomcn to not rusifj ftp 
ti)ou£(ant)g to tfie untbersiittest 
eijcrp fall because tijep sieefe 
stoctal recognition, ftecau^e tfjeir 
fathers feient to college, tiecausfe 
tijep neeti a college begree in tijeir 
Ijuginegg, liecausse of tfie glor? of 
tfje footliall team, nor anj> one 
of a ijunbreb ^iht reasonsf tfjat 
migijt be coniureb uj). ^f)ej> go 
to tije unitiersiitj* becausie tfje ttni= 
bersitp offers training bjfjicft 
tbep toant anb bjlbic^ tfiep cannot 
bo b)it|)out except at a cosit b)|)icft 
iaiU narrobj anb cramp tijeir 
toljole afterlibesi." 

—3ot1iiM 



OTiiip (go Wo CoUese? 



risen from the ranks. They were originally 
brakemen and switch tenders. Their rise shows 
them to be exceptionally strong men, but the 
trouble with some of them is, that in their points 
of view, they are still brakemen and switch 
tenders. They can't take a large view." 

**Say, you're talking as if I'd be a captain of 
industry," Will interrupted, **rm more likely to 
be a private in the rear rank; I'm no genius, I 
say. If I can get a steady job in a good busi- 
ness I'll be satisfied." 

** That's no way to talk, go in to win," en- 
couraged the merchant. 

''That's what I think, too," put in Tom, 
who had just drifted into the group. **My 
father tells me to aim high. I'm no ^[^^ 
bigger shark than Will is, but I am going to '^ 

college if I can. Anyway, I can't bear to 
think of just settling down here where I've 
always lived. I want to know about the rest 
of the world. I don't want to leave my educa- 
tion half finished." 

**Well, I've had all I want," Will main- 
tained; "I'm not going to be an educated fool 
if I can help it." 

''Will's all right," the lawyer maintained; 
"He's modest, that's all, and has never really 
thought things over. Suppose he is no better 
than he says, that's the very reason he should 
go to college. For if he doesn't what will hap- 
pen? Tom will graduate, in debt perhaps, at 
twenty-two; Will may have a little money saved 
up by that time. More than that, he will be 

Page Eleven 



WSiW ^0 Co CoUese? 



The 

"Handicap" 

of 

Education 



College 

and 

Ambition 



well started in business, while Tom may have 
to begin at the bottom." 

"He'd have to with me," the merchant said 
grimly. 

**He should. But after three or four years, 
statistics show that in earnings, Tom and Will 
would probably be even in the race." 

**Not in savings and experience, though." 
"That's true, but at thirty Will would have 
reached his maximum salary; he would have no 
more advancement to look forward to, and he'd 
go on as a subordinate all through his life, occu- 
pying the same old stool; while Tom at thirty, 
if he is the usual college man, would just be 
getting into his pace, and would before long, be 
giving Will orders." 

"Pleasant picture, isn't it," laughed Will, but 
he didn't feel comfortable. "Don't fire me 
right off, Tom." 

"No; not if you'll lend me some money when 
I finish college and help me get started." 

"That's it exactly," the lawyer approved. 
"One will be ahead at one time in his life and 
one at a later, but the last counts most. Yet 
really the principal difference is in ambition. A 
college man can't help being ambitious. His 
eyes are open to his opportunities. He won't 
stay down. Will has never had his ambition 
stirred up. Now, a job in your store seems to 
him pretty big, but he has had nothing to make • 
him think of anything else. If he goes into busi- ' 
ness right off, he's likely to be perfectly con- 
tented when he gets to be well — bookkeeper — 



Page Twelve 



WilfP &0 Co College] 



we'll say. If he goes to college he won't be 
contented with anything less than a manager- 
ship or a store of his own." 

**A bookkeeper's job with Mr. Sales would Rising 
suit me exactly," agreed Will. — **I don't know. Ambition 
though; it would be mighty fine to be a man- 
ager." 

*'You see, simply talking college to a boy 
wakes him up. If he actually goes and gets in 
among a crowd of other boys whose ambitions 
have also been aroused, the cream of the boys 
in this country, he can't fail to be inspired." 

"Yes," objected the merchant, * 'inspired to 
run the whole universe. Thank you, no col- 
lege graduates in my store. All he'd learn in 
college would be to wear loud socks, wear high- 
water trousers, and yell like a hyena. No, 
■Will, you come in with me when school's 
lout, and you'll at least learn to work hard ; you'll 
get to know the business pretty well after a few 
years; and if you've got any stir in you, I'll stir 
you up. Of course, I can't promise, but you 
may rise to be a manager of a branch store 
some day without any college education in tom- 
foolery; or perhaps you can set up for yourself. 
'Your example. Case, isn't a fair one. Suppose 
Will has ambition, suppose he does rise — ^it's 
just possible too that your wonderful college 
graduate might fail." 

"That's quite true; very well, suppose Will 
does succeed with only his business experience; Failures 
and Tom fails for all his college training. Still 
all college graduates do not fail — ^we hear so 
much about the failures because they are so 

Pa»e Thirteea 



W&ifV #0 Co CoUese^ 



BECAUSE IT PAYS FINANCIALLY 

Based on investig-ations -made by James M. 
Dadge, President of tlie American Society of 
Mechanical Engineers, a few years ago. Since 
then wages have increased proportionately. 
The Money Value of An Education. 

The average boy of 16, who has not been 
trained for a trade in any shop, trade- school or 
technical school, is, we assume, worth in earn- 
ing power $3,000. That is his potential capital. 
He can do one of four things: Remain an un- 
skilled laborer, get a shop training, go to a 
trade school, or acquire a liberal education. 
The diagram shows the actual returns in money 
to four boys, one in each of these courses. 

L The Unskilled Laborer — On the average 
he earns $4 a week at sixteen, $5 at seventeen, 
and so on regularly until he is 22 when he earns 
$10.20 and is himself worth as "capital," $10,000. 
From now on, no matter how long he works, 
his earnings as an unskilled laborer remain 
the same. 

H. The Shop-Trained Worker. — In six years 
he has passed the unskilled laborer; by the 
time he is 24, however, he has reached his 
maximum; his potential capital is $15,000, and 
his wage $15.20 a week. This is the highest 
point reached by the shop -worker. 

IN. The Trade-School Young IVIan.^The 
early broadening of his work immediately 
brings better wages. At 18 he has forever dis- 
tanced the unskilled worker; at 21 the shop- 
worker. When he is 24 he has an earning 
power of $22 a week. He reaches his highest 
valuation at 31 years. 

IV. The Technically and Liberally Educated 
Boy. — For several years lagging behind the 
others, this young man at 23 catches up with 
the shop-trained boy, and at 25 with the trade- 
school student. But now his competitors have 
reached their earning limit, in seven years he 
shoots up to $43 a week and has not yet 
reached his full economic horizon. Education 
took him at 16 with a potential capital of 
$3,000; it leaves him at 32 with $43,000 and 
earning $21 per week more than his nearest 
competitor. 



Page Fourteen 



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te 17 IS 19 20 21 Z2 23 24. 25 26 27 2^29 303I 32. 

— From The Upper Iowa Bulletin 



Wi^p #0 Jlo College? 



College 

and 

Competition 



College 

Gives One 

a Good 

Start 



rare — and Will will find himself competing not 
with the failure but with the successful college 
man who has a broader acquaintance and a 
wider knowledge. So there is no question about 
it. If Will is only an average boy, college will 
help him — that's assuming, of course, that he 
works faithfully; if he doesn't he'll fail in either 
college or business — if he's above the average, 
he'll need a college training for the larger prob- 
lems he'll certainly have to handle. 

**As for the loud suits and the startling socks, 
they are no great crime — merely the efferves- 
cence of youth — but the college yell is really 
dreadful; it's a relic of barbansm, no really sane 
man would indulge in such a performance — " 

"You're right in that," heartily agreed the 
merchant. 

**But I never heard a college boy yell as long 
and loud as you did at the Republican conven- 
tion last year." 

Everybody laughed — even the merchant 
grinned. 

**I had something to yell about, while these 
crazy college boys — but let that pass; you actu- 
ally think a man will succeed better even in busi- 
ness if he has a college education?" 

**Yes, I do, and there's another thing, too," 
the lav^er added. **Many men get their start 
in life directly from somebody they have met at 
college. You, Mr. Sales, are willing to give 
Will a chance because he has made good in 
High School. Many men watch college boys 
in the same way — only a college offers more 



Page Sixteen 



W^ii^ &o tETo College? 



diversified opportunity. Soir^times a man's own 
classmates can help him along, not only in get- 
ting started, but afterwards. Many of my 
clients have come to me because my college 
friends recommended them. I found my part- 
ner at college, too. From that point of view 
college is a mighty valuable investment. In one 
way only I'll admit it's a hindrance; a man who 
has gone to college would be ashamed to make 
money as some men do." 

**Let's send them all to college then," said 



the merchant 

During this 
saying nothing 



conversation Dick had sat by 
Just as two or three of the 
teachers came up, he said to the lawyer: **1 
can see that Bob ought to go to college for he 
wants to be a lawyer and he'll need it; and I 
can see, too, how Tom and Will should go; 
as business men they will need special training, 
too. But how about me?" 

"Well, what do you plan to become?" 
"That's just it. I don't know. If Will is 
just average, I'm worse. I'm not interested 
in anything in particular, so I can't decide 
what to do. And yet I must right off. You 
can't let a thing like college slip by — first thing 
you know you're too old. The teachers know 
about me. Ask them." 

"I've told him right along he should go to 
college to find out," said the principal. "Only 
a few professions or lines of business are rep- 
resented here in town. Perhaps he's never 
known of the one which would exactly suit 



College 

Men 

Not 

Always 

the 

Richest 

But— 



The Boy 
Who 
Doesn't 
Know 



Page Seventeen 



Wii)v ^^ ^0 CoUege? 



Carpenters 

and 

Colleges 



Be the 
Best 



him. If he goes to college he'll learn of a dozen 
he's never heard of before. Perhaps he ought 
to go into some trade: there are plenty that de- 
mand really skillful work and a thorough edu- 
cation." 

*' How's that," said a big man who had just 
joined the circle. **Do you think a skilled la- 
borer, a carpenter like me, for instance, ought 
to have a college education? My boy's going 
to be a carpenter, too; he loves it; I've never 
thought of sending him to college." 

**I should," the teacher replied. "College 
simply raises a man's powers to the highest de- 
gree. Let Hal make the most of himself. Col- 
lege shows a man his opportimities. Now, Hal 
thinks carpentering means simply putting up 
plain wooden buildings: really it's the founda- 
tion of the greatest of man's natural achieve- 
ments — architecture. That's what his taste 
may lead him to." 

** Perhaps; that sounds fine," the carpenter 
maintained. '*But I'm not sure I want Hal to 
be an architect. This professional business, if 
I may say so, doesn't appeal to me much. I'm 
a laboring man, and I'm proud of it." 

**A11 right," rejoined the teacher. "We're 
all laborers, I hope; but certainly you don't 
think it would hurt Hal as a carpenter to know 
as much as he could. A carpenter may be ex- 
actly what he should become; we need good 
ones as much as we need architects, only let 
him have a chance to be the best carpenter 
he can." 

"Don't be too sure about Hal's wanting to 
be a carpenter, either," added the lawyer. 



Page Eighteen 



WBiifV ^0 ®o College? 



**When I was his age I was determined to be 
a barber; two years later I was just as certain 
I wanted to become a street car conductor; 
when I was fifteen it was the height of my am- 
bition to be a doctor. I didn't decide on law 
till I left college/' 

'*And you shouldn't have done so. To de- 
cide when a boy is in short pants that he's to 
be a doctor or a lawyer or a preacher or an 
engineer is a crime. This vocational education 
for children is all tommyrot. They don't know 
what they should be — neither do their parents. 
I believe in manual training and domestic science 
thoroughly, but I do not believe in limiting the 
future of a child or a young man, either." The 
speaker was a retired banker, a college graduate 
from **down East;" brusque, free-spoken, in- 
cisive. ** Any way, it seems to me none of you 
ever heard of a college course. Are you going 
to college only to learn to earn your living? 
What's a course in law, medicine, business, en- 
gineering, farming, teaching — do you call those 
a college education? I don't." 

The lawyer started to speak. 

**Now don't think I don't believe in them; 
of course I do. They are necessary for every 
one of those employments. Every man should 
know all he can of his special business. But I 
think every manjack of you ought to have four 
solid years of cultural training before he begins 
that special work — Latin and Greek, and 
French and German, and History and Science, 
and Literature and English, and " 



The Boy 
Who 
Does 
Know 



What 
Is an 
Education? 



Page Nineteen 



Wii)v #0 tKo College? 

BECAUSE 

It is estimated that only One Per Cent of the 
Population are College People 



But this / I \ has 

1 per cent 1 ; furnished 



29 of the 51 / ^\ Governors of 

(56 per cent) ^^^^^^H states and 

Territories 




%0 



61 of the 93 ^^^^^^ United States 
(65 per cent) ■^^fe^^^H Senators 



272 of the 395 ^^^_^^^ National 
(6S per cent) ^^^h^^^M Kepresentatives 



9 of the 9 ^HH^^ Justices of the 
(100 per cent) H^^^^V Supreme Ck)urt 



WSiifp &o tETo College i 



**Mr. Bond, do you really think we ought 
to take all that stuff," exclaimed some of the 
boys. 

"Certainly I do." 

* 'Shouldn't I begin my law right off?" said 
Bob. 

**Can't I start my business course?" said 
Tom. 

**TTiere's no need for an engineer doing that, 
anyway," declared Jack. 

**Four years of it!" exclaimed Will. 

**Well, as many as you can afford. I sup- 
pose I can't insist on four years. But you're 
to be men before you're lawyers, or business 
men, or engineers, or anything else. A college 
exists to make better men. You fellows can't 
begin your exclusively professional course when Colleges 
you've only finished high school, not if it's to professions 
be a good one. Every professional school of 
any account requires you to take some sort of 
cultural course; some require for entrance two 
years, some three of college work; some of them 
mix the cultural courses in with the professional 
ones. Anyway, Dick, here, is the only one of 
you with any sense. What do you know 
about law or business? You may be as much 
fitted for law as a hen is to swim. Go to col- 
lege and open your eyes and then decide," and 
then the banker grumbled softly to himself. 

**Huh, guess I'll go into business right off 
then," said Will. 

*'Why," persisted the banker, **you want to 
be a success don't you? What do you mean 
by success anyway; making money?" 



Page Twenty-One 




poung man once asifeeb 
tije presibent of 0htv- 
lin College if i^t coulb not 
take a sifjorter course. *®i), 
peg/ fliaib tfje pre^Sibent, 'but 
tf)at bepenbg on tofjat pou 
intenb to make of pourfielf* 
W^tn (gob toants! to make an 
oak Ije takes a ftunbreb pears, 
but tofjen f)e toants a Stjuasb 
l)e takes onlp Six montbs/ '' 

**i^^b^ apparent belaping of 
Km0^ a life toork bp pears at 
college is like tbe stopping of 
a stream b^ a bam to gibe it 
accumulateb potoer/' 



Wiifv ^0 Co CoUege? 



The boys were silent. 

Finally, Tom said, "Isn't that enough? 
Money will get almost anything." What Is 

..fj u .. IJ T -i- Success? 

How about old Jones? 

**Oh, Jones! He's a miser," exclaimed Will. 
* 'Honestly, sometimes I feel sorry for him — 
and they say he has a million or so." 

*'Why are you sorry?" 

**I don't believe he has any fun at all." 

*'Fun the chief thing in life, eh?" 

**No-o. I never thought about it." 

**I think most men want money for power," 
Tom ventured. 

**Or pleasure," added Will. 

"Perhaps they work for it because of the 
reputation and social standing it gives," said 
Bob. 

**A few men try to get money in order to 
be of service in the world," suggested the 
clergyman. 

"Precious few," Will exclaimed. 1-ho 

"But we admire them most," continued the Motives 
banker. "A man who makes money itself the of Men 
end of his life is a fool. But few men are like 
Jones; you boys have hit it. Most men strug- 
gle for money because of the pleasure or the 
power it gives; some want social standing. And 
some, as Mr. Parson says, are trying to be of 
service to the world. Simply getting money, 
that's no test of success in life. Anybody can suc- 
ceed in keeping out of the poorhouse if he tries. 
Why do you fasten your thoughts on money 
then — money isn't what you're after. Why 
don't you go directly for what you want by 

Page Twenty-Three 



WBi)V (©0 Wo CoUege 



A Short 

Cut to 

Happiness 



We Own 

What We 

Enjoy 



the short cut of a good college course? Any 
baby can see the sense of that. Yes, I mean 
it. You've already admitted that you're work- 
ing for pleasure, power, social standing, the de- 
sire to serve the world. Very well, money is 
one means to those ends — ^it may fail in secur- 
ing them; college is another means, and it may 
fciil, too, but it is not likely to. It gets you to 
your goal quicker than money does, and it in- 
creases immensely the value of the money you 
have." 

**A man must have some money. A college 
education without money to support it is a 
tragedy," interpolated the merchant. 

*'Yes," rejoined the banker, **and money 
without culture is a farce. See what fools new- 
rich folks make of themselves. They are the 
joke of Europe, the circus of America. Any- 
body'd think from your talk that because a man 
owns something or can afford to buy it, it really 
is his. Nonsense. Let me read you from an 
Outlook editorial of a few months ago: 

** *A man does not own a book because he 
has it in his house; he owns it when he can put 
it in his head. He does not own a picture be- 
cause it hangs on his walls; he ov^s it when 
it can delight his heart. A man of wealth not 
long since built a country house in the neighbor- 
hood of one of our great cities. No country 
house is complete without books. But the 
shelves in this library, when it was finished, were 
too shallow to hold books. So what does he 
do but buy of a publisher shop-worn copies in 
fine bindings of classical English works, cut the 



Page Twenty- Four 



WilfV <©o QCo College: 



books in two, leaving the backs intact, glue 
them into the shelves, lock the glass doors, lose 
the key, put a great lounge against the book- 
case — and behold his library!' 

** There it is; what good could all the books 
in the world do a man like that? It's just as 
if you set a man with all the money in the 
world down in a well-stocked kitchen. If he 
doesn't know how to cook, a lot of good he'll 
get from it; he'll be about as badly off as the 
man who knows how to cook but lacks money 
ta buy the necessary material. But that's a 
false contrast. Both ideals are possible — money 
enough for practical purposes — and culture also. 
A college course is a sort of cooking school for 
modern life; it shows one how to live well." 

**Believe me, I'll live well enough if I have 
the money," asserted Will. 

**Are you wiser than other people? There's 
old Mr. Sawyer, made his fortune in lumber, 
got so m.uch money he didn't know what to 
do with it, and now, what pleasure does he 
have? He mopes all day long in front of his 
old office — doesn't know what else to do. 
TTiere's Hiflyer — has champagne suppers and 
lives as high as he can. But you've only to 
look at him to see he's perfectly miserable." 

**But you are happy?" 

**Certainly I am: I've had to retire from 
business. I can't and don't want to be an el- 
derly spendthrift, but I'm interested in books 
and people and the public welfare; I've a large 
number of college chums I meet every now and 



Learning 
to Live 



College 
and 
Old Age 



Page Twenty- Five 



Wi)j> (§0 ^0 College? 

BECAUSE 

The Best Professional Schools Require Two or 
More Years of College Training for Entrance, 



Law Schools 


Medical Schools 


University of Chicago 


Rush 


Johns Hopkins 


Johns Hopkins 


Harvard 


Harvard 


Columbia 


Cornell 


Leland Stanford 


Leland Stanford 


Western Reserve 


Syracuse 


California 


California 


Yale 


Yale 


Montana 


Pennsylvania 


Etc. 


Etc. 



Some of the Best Technical Schools Require Some Cultural 
Work in Graduation: 

Columbia School of Architecture 

Lehigh University 

Massachusetts Institute of Technology, Etc. 



Cfficiencp tCfirouBtl Jiebelopment 



Wiftv <So tKo College ? 



again; from my college course I'm interested in 
social progress, too — certainly I have a good 
time. 

**And I've had a good time all along. Every 
day has been richer because of those early years 
at college. And they were happy, too — not 
the happiest in my life, for every year is that — 
but really fun; I wouldn't give them up with 
all their associations and friendships for any 
amount of money. I'd go to college if for no 
other reason, just for the pleasure it brings." 

**That's right," drawled a young fellow who 
had just lounged up. **That's what I tell the 
governor. *Dad,' says I, *you let me go to col- 
lege and have my fling and I'll come back then 
and work like the devil.' And I guess he'll 
come through all right, all right." 

The banker looked at the speaker fiercely. 
**If he does he'll prove as big a fool as his off- 
spring. It's young men like you that disgrace 
the name of college students. You'll never be 
a college student. You'll merely be a college 
incumbrance. He ought to put you to work 
in the mill for your board." 

**You don't think every boy should go to 
college, then?" the merchant asked. 

**Every boy to college? Of course not," the 
banker retorted. "That would be imbecilic. The 
college man is, or should be, a picked man. I 
firmly believe college is the greatest of blessings 
for the average American boy and that every 
one who has even a chance of making good 
there should be given the opportunity. Some 
boys, though, clearly haven't that chance. The 



College 
Students 
and 

College 
Incum- 
brances 



Page Twenty-Seven 



"^=\ibt one procesisi (college 

iron into Steel, anb tfje otijer 
(technical ttaining) mafeesf 
gteel into tools, specialisation 
toi}ict) is not baseb upon a 
liberal culture attempts to put 
an etrge on pot iron." 

— &trpber 



"^^=Ni)ere are a great manp 
KmJ poor men iuljo are berj> 
ricl), ant a great manp ricl) 
men toljo are berj> poor." 

■ — fiSeeciier 



WBW ^0 Co College? 



physically weak — they ought to get outdoors, 
not hang over books, until they are strong; the 
mentally weak — college is a training school for 
brains, and if a boy has a head full of cotton 
— or petticoats — instead, he'd better stay 
away; the morally weak — they'll go to the devil 
at college a little faster than they will at home. 

**But most American boys are just average. 
They're strong enough physically, morally, men- 
tally, but they lack purpose and incentive. Most 
of them ought to have at least the chance at 
college; it may — it usually does — wake them 
up. If it doesn't, why then they ought to leave 
college and try some other kind of work, but I 
always hate to see that happen. You can never 
tell when a boy will come to himself. The only 
ones I really despair of are those who think life 
is a joke and whose highest ideal is to wear the 
latest styles in neckwear, smoke expensive cigar- 
ettes, and flirt with chorus girls." 

The young man who had lounged up, smiled 
patronizingly, whispered, **Ta, Ta," and then 
lounged on again. 

The banker looked after him. ** He'll be one 
of our fast set, our four hundred, I suppose. 
Heaven preserve us if that is our society. Col- 
lege only unfits one for that, I'll admit, but of 
society of the refined and the public spirited, 
he will never be conscious — and that's all that 
really counts." 

**It sounds rather *high brow' to me," said 
Jack. **rm going to be an engineer. I don't 
think I care much for poetry and painting and 



Not 

Every 

Boy 

Should 

Go to 

College 



Average 
American 
Boys 
Should 



Gold- 
plated 
Society 



Page Twenty-Nine 



JL^' ett) toisbom, anlr ti)e man 
tfjat gettetf) untrerfitanbing^ jTor 
tfie mercijanbisie of it isi better 
tfjan tiie mercijanbisie of sfilber 
anb tlje gain tfjereof tljan fine 
golb. ^ije ifli more preciouief tfjan 
rubies;, anb all tije tfjingg tijou 
cansit besire are not to be tom= 
pareb unto fjer. Henstf) of baps( 
is in ijer rigijt ijanb, anb in fjer 
left ijanb ricfjest anb fjonor. ||er 
toapst arealtoaps of pleasantneiSjS! 
anb all fjer patijfii are peace^ 
^iie a a tree of life to tfiem tfiat 
lap ijolb upon fjer, anb Ijappp isi 
efaerp one tf)at retainetfi i)^r/' 




Wiitp #0 ^0 College ? 



all that sort of stuff. Do you really think I 
ought to?** 

**Not exactly. It*s not a question of ought. Arts 
but of may. To some men the arts are every- and 
thing; Milton, for example, thought that to be Hobbies 
a good poet meant, first of all, to be a good 
man. Poetry to him was the great ennobling 
influence. But all men certainly should have 
some interest outside themselves and their work, 
something fine and inspiring; maybe it will be 
music, painting, literature; maybe something 
quite different. A taste for art is the easiest 
hobby to gratify and the longest to continue. 
Perhaps such an interest is not necessary to save 
one*s soul, but it will go a long way towards 
saving one*s health and toward making life a 
pleasure. You can, of course, train yourself to 
like something of that kind without going to 
college, but a real college v^ll make it much 
easier to do so. Go to college just for the 
pleasure it will bring into your life, and the 
people you will get to meet.** 

**Yes, rU admit that last,** said the mer- College 
chant. **I do envy you college fellows your Friends 
class reunions and your University clubs, and 
all that. Certainly the majority of college men 
are a mighty nice sort to know." 

**It's a pleasure I wouldn't give up,** the 
lawyer agreed. **One meets so many interest- 
ing people that way; there's hardly a week that 
my college pin doesn't bring me some new and 
valuable acquaintance. 

**Yes," assented the banker. **And a col- 
lege degree helps a boy to get started socially. 

Page Thirty-One 



OTifjp (go ^0 College 1 



stick to 
Your 
Own 
State 



College 

a Power 

Plant 



Nobody is going to like you simply because 
you're a college graduate, of course, but it's 
an opening that counts a great deal when one 
goes to a new town to begin business." 

** That's why I always advise a fellow to go 
to college in the district where he expects to do 
his work," the lawyer continued. '*He throws 
away a great advantage by leaving his home 
state, if that's where he plans to settle down. 
It pays to keep the interest of those who have 
known you and your family for years back. 
They will feel like helping you, and will, too. 
It's an asset not to be scorned.^' 

There was a short pause. Then Tom ex- 
claimed : 

**Mr. Bond, I can't see how a college gives 
a man power. It may sound conceited, but 
that's what I want. I don't care so much for 
pleasure or social standing. I want to make 
things go. College may be lots of fun, it may 
help a fellow socially, but would it help me to 
get what I want?" 

The banker smiled: ** Power? Why, a 
good college is nothing but a big power plant. 
It's its business to furnish power to men and 
to teach them how to use it." 

*'Show me," exclaimed the merchant. **rm 
interested, too." 

**Well, what does a man need most to be 
efficient?" 

"Hm-m," the merchant mused. **Besides a 
real knowledge of his business or profession, 
whatever that may be, I should say he's got to 
be, well — able to manage himself — he's got to 



Page Thirty-Two 



#0 ^0 CoUege? 



have a well-founded self-confidence — he must 
be adaptable — he's got to be able to get along 
with people; he's got to know what he's work- 
ing for, his ideals, I suppose you'd say — ^yes, 
I think that's what a man needs most." 

* 'Exactly, and every one of those elements 
a college course helps to build up." 

**I suppose you mean the discipline, for ex- 
ample, of the studies one takes in college?" 
Bob inquired. 

**More than that. To be sure every study 
in a really cultural course develops and trains 
a special power, but there is also a discipline in 
athletics, in the general college life, and in the 
mere fact of being away from home." 

**College certainly gives a man self-confi- 
dence," Tom commented. 

''Self-conceit, often," objected the merchant. 

"Usually not enough to do any hurt. More 
often the self-conceit comes to a boy who doesn't 
go to college. He never has a chance to test 
himself by others as the boy does at college. 
A high school boy sometimes thinks when 
he's graduated that he knows all there is 
to know; a college man 
gun to find out what 
A college is a sort of 
one finds how much 
ton. Of course those 
rpicuously in college are likely to overestimate 
the importance of the success, but they soon find 
out the truth." 

"Indeed they do," smiled the lawyer, think- 
ing of his own youth. "But the self-confidence 



learns he's just be- 
there is to know, 
assay office where 
he's worth to the 
who succeed con- 



The 

Elements 
of 
Efficiency 



Self- 
Confidence 



Page TTiirty-Threc 



*'""ri tfje tollese gtanbs 
^J-vin loco patentig toitfi 
rob in f)anb anb epeglasfSeiS 
on it's! no^e, it toill not bo 
muei) for moral training. 
3t toill not make poung men 
moral nor religious; bp en= 
forceb attenbance at cfjurcf) 
or praper meeting* . . ^fjat 
tf)e unifaersiitp can bo ist 
along manlp lines. 3t can 
cure tfje boy of pettp tiiceiS 
anb cfjilbigf) trickerp, hy 
making f)im a man, bp giti= 
ing l)im f)igf)er ibeate, more 
Serious! bietos of life. 3t 
map \3)in bj> inspiration, 
not bp fear/' 

— STorban 



#0 Zo College? 



so attained is of great benefit, too. If it hadn't 
been for my success in debating at college I 
think I should have been mighty discouraged in 
my first year as a lawyer. That success was 
not really so great nor so important to anybody 
else, but it braced me up." 

*'At college, too," went on the banker, **one Self- 
should learn how to manage himself and other Control 
people most easily. Psychology helps there; so Adaot- 
do all the various forms of student activities. ability 
College, we are often told, is a little world. One 
has to know how to get along, how to per- 
suade people to think as he does, and do as 
he wishes." 

'*Say, that's what I'm after, all right," ex- 
claimed Tom. 

**Of course, you don't take a course in it," 
the lawyer explained, **but you can get all the 
practice you want on all sorts of things. Col- 
lege politics is a game of itself. And all the 
time you'll be learning to manage people and to 
adapt yourself to circumstances." 

**And as for your last point, Mr. Sales," 
the banker went on — ** clear ideals. A college i;®^ ^ 
course is almost worthless that doesn't bear fruit 
in clearer purposes and more definite ends. A 
college man knows how things have been done, 
he learns what is still undecided, he can scarcely 
help being impelled forward by the combined 
influence of his broadening studies and of his 
ambitious companions. So in business, in the 
professions, in any enterprise, the college man 
should have a great advantage in the clearness 
and the progressiveness of his ideals." 

Page Thirty-Five 



'(inv ^0 ^0 CoUege? 




BECAUSE 


/ 

1 
1 

\ 

V 


\ 

1 

/ 
/ 


It is estimated that since the 
United States was founded only 
one man in every 750 has gone 
to college. Yet this small num- 
ber has furnished: 






^ 


17 of the 26 presidents 


e 


19 of the 27 vice-presidents 




17 of the 34 persons in the 
Hall of Fame 


Ctticiencp tlTtrousI) ©ebelopment 



aUHJ)? #0 Co College: 



**I think you've omitted a most important 
element of success, Mr. Sales," the lawyer 
added after a moment's pause. ** We're talking 
about power. Well, the biggest thing about a 
powerful man isn't anything you've mentioned 
yet, in my judgment. It's personality. There 
was an editorial on this very point in the Na- 
tion, only a short time ago. Here it is: it is 
quoting in part from a recent book of essays by 
Professor Hibben of Princeton: 

**For a student to narrow his attention to 
only such subjects as bear directly on his chosen 
profession,' it begins, 'makes of him a poor 
doctor or lawyer, or what not, because it makes 
of him an efficient man.' " 

** *It is in the reserve power which we insensi- 
bly discern back of a man's personality that our 
confidence in the lawyer, the doctor, the minis- 
ter, or the engineer is grounded. The differ- 
ence between the ordinary and the extraordinary 
man in professional or business life, lies in just 
this surplus of power which in their daily rou- 
tine of life is never required.' 

**Now, I don't think college can give a man 
with no personality at all, a strong and attrac- 
tive make-up, but I do think it better than any- 
thing else I know, brings out the personality a 
man has, gives it body and reserve strength. 
That's why I think every boy who can should 
go to college." 

For a moment no one spoke. Then, rather 
hesitatingly, Jim, the high school center, began: 

**There is another reason for going to college, 
too. I'm rather afraid to confess it; it hasn't 



Person- 
ality 



Reserve 
Power 



Page Thirty-Scvai 



#0 tEo College? 



Colleges 

and 

Football 



The 

Games 

of 

College 

and 

Games 

of Life 



got much to do with any of the things you've 
been talking about that I can see; just the same 
it's the reason I want to go; I'm beginning to 
think it may be a poor one and I shouldn't 
after all." 

**What is it, Jim?" 

"Football. If I can just get on a winning 
college team and earn my letter, I'll be perfectly 
satisfied." 

*'Sure about that? Would you be willing 
to be known only as the football star, and be 
measured by your weight, like an ox?" The 
banker spoke roughly. 

**Oh, I say, Mr. Bond, that's not square," 
blurted out Will. **Jiin's a wonder. You just 
ought to see his head-work. I'll bet you any 
money he'll get his letter the first year." 

**I think I see what you mean, Mr. Bond," 
said Jim slowly. **No, I wouldn't want to be 
known only as a football man. I'd want to do 
my work decently and be thought a gentleman. 
I don't think much of 'bruisers.' I guess I want 
to win in football because it's the best fight I 
know. It takes all my strength and all my grit, 
and sometimes a good deal more control of my 
temper than I've got. It's not so much foot- 
ball, as it is the game, and feeling that I'm 
winning for the school." 

**Exactly," approved the banker. '*You go 
to college; that's a fine motive. Go and be the 
best football player you know how to be. If 
you've got the sense I think you have, you'll 
find out there are bigger games than football 
even, and you'll get into them, too." 



Page Tbrty-Eight 



OTifjp #0 Wo Cnllege ? 



"I've more hope for Jim than I have for the 
rest of you," the clergyman said. ** There are 
indeed other games — big ones. But I don't 
believe you fellows care half so much for your 
own personal success as you make out. I know 
these men don't. You boys don't respect them 
simply because they are successful merchants 
and lawyers and bankers; there are others in 
town just as successful whom you wouldn't 
listen to five minutes. But these men you 
know to be honest and public spirited and be- 
nevolent. They're entertaining you tonight be- 
cause they are interested in your welfare. 

**If your only reason for going to college is "^*^® 
simply to help yourself I think you'd better stay [i^th 

away. There are already too many educated state 
crooks and gentlemanly burglars — they don't 
all operate by night, either. Do you sup- 
pose the state pays in your education $40 
for every $1 you give her just to make you 
richer as an individual? Not a bit of it. She 
expects a fair return in civic usefulness and 
public service. 

**Jim has the right idea. He uses up all his 
strength in a football game, not for his own 
glory, but that his team may win. And now 
I remember — didn't Tom here run on pure 
nerve in the last track meet, and Will jump on 
a sprained ankle that the school might win? 
You can show the same spirit in any contest 
and in your regular college work as well. It 
all depends on the spirit. You've all got the 
capacity for loyalty. Fix it on big things. 

Page Thirty-Nine 



(§0 tEo College? 

BECAUSE 

Last Year (1 9 10) in Gifts of $100,000 

(OR OVER) 

$24,006,000 

Were Given to the Colleges of 
This Country 



SOMETIMES IT IS SAID 
THAT GREAT FINANCIERS 
AND BUSINESS MEN DO 
NOT BELIEVE IN A COL- 
LEGE EDUCATION. WOULD 
THEY HAVE SO LIBER- 
ALLY ENDOWED THESE 
INSTITUTIONS IF THAT 
STATEMENT WERE TRUE? 



Cffitientp Cl^rouBt) ©ebeloptmnt 



WiifV ^0 ^0 College? 



Don't think I'm preaching, but that's what 
makes the world move forward. Those scho- 
lastic contests of yours are only faint shadows 
of the larger, more important ones outside. Go 
to college and then get out and fight for good 
government, and honest public service, and jus- 
tice and relief to the oppressed. There's a 
dozen fights that you can enter. Be a twen- 
tieth century crusader — you've read of them in 
your history, haven't you?" 

**Sure," said Jim. "Bully bunch, I think. 
I wish I'd lived in those days." 

* 'There's no need to wish. The Holy Sepul- 
chre only has another form now. You can do 
just as brave deeds today." 

**That does round like a man's job," mused 
Jim. **ril go and play football as a starter and 
then I'll get into the real game." 

**Well," the banker said, '*I suppose I'm an 
old fogy. I don't see much sense in these new 
athletics. But go on. I'm still boy enough to 
see how it looks to you. Maybe this plowing 
up muddy fields with your nose and this run- 
ning around half-dressed in a spring blizzard is 
joy for you, and it's you who are doing it, not 
I; go ahead — have all the fun you can — but 
don't you forget this: it's something we all seem 
to be forgetting tonight just as many of us for- 
get it every day. The foundation of the good 
you get in college is learning. Lately you 
hear a good deal about it's not mattering much 
what you know. 'Knowledge is power;' my 
old copy book said. It is. And getting it is 
work. You'll not be helped for business; 



The 

Modern 

Crusade 



The 

Basis of 
College 
Life 



Page Forty-One 



Wii)v (§0 tKo College? 



you'll lose in power; you'll be an unbalanced, 

hot-headed agitator who in trying to serve the 

The world only makes it worse, if you go to college 

Treasure and don't learn something. All other motives 
of the are either as nothing when compared to that, or 
^®® are based upon it. Knowledge itself — that's 
the thing that counts. Haven't you any thirst 
for it, any burning desire to know for the sake 
of knowing? Think what is offered to you; an 
opportunity to learn the wisdom of the ages, the 
hard truth that generations of men have toiled 
and suffered to discover? Don't you see, can't 
you understand! It isn't the money, it isn't the 
social position that college may bring, nor the 
pleasure, nor the friends. It's knowledge, it's 
life itself; if that doesn't appeal to you, you'd 
better not go to college. There are plenty of 
young men to whom it does — and to older ones, 
too. Why is it your fathers and mothers have 
sacrificed and economized to send you through 
high school; why will they do so to help you 
through college? Because they want to give 
you every chance, because they want you to en- 

o era mg j^y what they have missed. Sometimes I'm all 
Education ^^^ ^^ patience with you. Here you sit de- 
bating whether you shall go to college or not, 
balancing this with that, thinking of the time it 
will take, the money it will cost. Here are the 
colleges throwing open their doors, the rich men 
of the country giving of their millions; the state 
taxing every citizen to help you, YOU. The 
road to learning is made easy, every induce- 
ment is offered you. 

**And yet you sit around and talk about it, 
and think you're doing somebody a favor be- 

Page Forty-Two 



(6o Zo College? 



cause you finally decide, in a half-hearted way, 
that you'll give the college a trial. 

'That's not the way it used to be. That's 
not the way it is now. Right now, in every 
college, there are boys struggling and starving 
and working to get an education. Fifty per 
cent of the boys in our State University are 
working their own way. Get a little fire in 
your veins. See what's being offered you. The 
Bible tells us 'wisdom is more precious than 
rubies;' and you kick it around as if it were 
dirt." 

The banker, in his excitement, had risen, and, 
having finished talking, walked over to the fire- 
place. The boys sat silently for awhile. Pres- 
ently the clergyman joined the banker, the law- 
yer and the teacher began to talk over the po- 
litical situation, the merchant picked up a new 
periodical, one by one the boys slipped away, 
and so the discussion ended. 



Working 
for an 
Education 



What are You Going to 
T>o About It? 

Stay at home and drift, or take advantage of 
your opportunities? 

COLLEGE OR ? 



Page Forty-Three 



Cbucation Jf or Cffictencp 

PRESIDENT CHAS. W. ELIOT 



(Condensed Outline) 



**The fundamental matters with which edu- 
cation for efficiency should deal: — 

**The training of the bodily senses and the 
care of the body. 

**The habit of quick and concentrated 
attention. 

** Education for efficiency must especially 
endeavor to induce young people to think. 

**The cultivation of the critical discernment 
of beauty and excellence in things and in words 
and thoughts, in nature and in human nature. 

**The wise enjoyment of liberty. 

'*The passion for truth. 

**Education for efficiency should supply 
every pupil with the motive power of some 
enthusiasm or devotion." 



A purely vocational education secures scarce- 
ly one of these ends, let alone all. They are 
the basis of every college course. 



(©pinions! of prominent Montanmi 

DECAUSE the opinion of those we know 
U counts more than that of others, the follow- 
ing brief paragraphs, 50-75 word responses to 
the questions, **Why I Am Glad I Went to 
College," "The Value of a College Education 
to a Business Man," **Why a Young Man Who 
Can Should Take a College Course," ought 
to prove of especial interest to young Montanans. 

GOVERNOR EDWIN L. NORRIS 

Expert training becomes more essential as 
competition grows more intense. Expert knowl- 
edge is acquired through the medium of a mind 
development that reaches its highest efficiency 
when aided by a college training. Occasion- 
ally some genius, possessed of unusual perse- 
verance, acquires, without a collegiate educa- 
tion, the expert training necessary to success, but 
such are exceptions whose numbers are con- 
stantly decreasing. 

The self-made man who has acquired his 
power without the assistance of the educator 
fully realizes the handicap which a lack of edu- 
cational advantages imposes. A college train- 
ing is now recognized to be as much a necessity 
as an accomplishment. 

The value of a college education being fully 
appreciated, it now remains only for the col- 
leges to give in full measure the training which 
equips the trained to do those practical things 
for which there is a demand. 




Wii)V <^o tiro College? 



SENATOR JOSEPH M. DIXON 

A young man should go to college in order 
to train his brain for the contest of life. He 
should go to college for the same reason that 
an athlete goes through a course of training his 
muscles before he enters the lists. One time 
in a thousand the very fast horse might win a 
race without previous training, but in the other 
nine hundred and ninety-nine cases he is badly 
distanced by poorer horses who had the ad- 
vantage of special training. It is just the same 
with men. Once in a generation an Abraham 
Lincoln is born. College training won't make 
a wise man of a fool, but the boy who is col- 
lege trained has a great advantage over the boy 
of similar mental caliber who has not had that 
advantage. 

REPRESENTATIVE CHAS. N. PRAY 

The advantage of a college education is a 
subject about which so much can be said that 
I hardly know how to treat it with such brevity 
as you have indicated. I think it is generally 
conceded now-a-days that an education and 
training is a distinct advantage to any young 
man, and the value thereof unquestionably has 
been greatly enhanced by the adoption of im- 
proved methods of instruction, opportunities af- 
forded for special work and original investiga- 
tion. One can hardly overestimate the great 
advantages offered today by our higher institu- 
tions of learning. It is my belief that our boys 
and girls ought to go just as far as possible in 
an educational way in preparing for future re- 
sponsibilities. 



Page Forty-Six 



W!ii)P <@o Co College 1 



ANACONDA 

"Why a Young Person Who Can Should 
Take a College Course." 

( 1 ) . He owes it to himself. It will mul- 
tiply his chances for financial success 300 
times, and for fame more than 600 times. 
It will enrich his mind, enlarge his heart, push 
back his horizon and give him a bigger and bet- 
ter world in which to live. 

(2). He owes it to others. A college 
course should be sought in the interest of the 
general good. Rev. James W. Tait. 

**An educated man is a man that KNOWS 
what he knows; KNOWS what he does not 
know, and KNOWS where to find what he 
does not know." 

The above is particularly true in technical 
professions, and the man fulfilling such require- 
ments is much sought after. College education 
is practically essential for such a man, and 
would justify considerable sacrifice to obtain it. 
—William Wraith, 
Assistant Supt., Washoe Smelters. 



BILLINGS 

I am glad that I went to college because it 
opened my eyes to the greater things of life, 
made me to realize how little I really knew, 
brought me into contact with some of the best 
brains of the land, fitted me to take a place of 
useful service for my neighbor, and gave me a 
greater understanding of God, Duty and Man. 
—Rev. B. Z. McCoUough. 

Page Forty-Seven 



Wi^V #0 ^0 College 

BECAUSE 

30% 

of Montana's Prominent 
Citizens are College Men 

THIS SHOWING IN SO NEW 
A STATE IS REMARKABLE 



It is based on lists obtained as fol- 
lows: Three prominent men — 
usually an editor, an officer in the 
Chamber of Commerce, and one 
other person in the various towns and 
cities — were requested to send in 
lists of ten or twenty-five prominent 
citizens, the number depending 
upon the size of the city. Names 
occurring on two out of three lists 
were included in the final list, thus 
eliminating individual judgments. 



Of this final list 

30% Are College Men 



Wii)p #0 €0 CoUege; 



BILLINGS 

I am not a college man, and therefore am 
doubtless in position to appreciate more than 
the college man the advantages of a college edu- 
cation. The college man has the advantage of 
the non-college man, but does not always make 
the most of it. The value of a college educa- 
tion to the business man is not more important 
or desirable than it is for the farmer, lor the 
really scientific farmer is the best educated man 
in the community. —Judge O. F. Goddard. 

A few years back the only means 

Of livelihood I had. 
Was painting barns and picket-fence. 
Apprenticed by my Dad. 

Now, in the practice of the law, 

I find, to my delight. 
There's much less work and much more pay. 

In painting black things white. 

So if you ask me to define 

Of life's success the source. 
My answer to the query is 

A college course, of course. 

— Harry L. Wilson, Lavsryer. 



BOZEMAN 

The course in a small college brings a stu- 
dent in close touch with professors and stu- 
dents, broadening him mentally, socially and 
physically. 

Follow this by graduate work in a larger 
college, giving him still broader ideas of life and 
its many diversified interests. Then the student 

Page Forty-Nine 



i)P <©o Co College? 



has, in my opinion, a knowledge that will en- 
able him to fill creditably any position to \vhich 
he may be called in life. — Edna Lewis. 

A college course does not teach a man a 
trade, it does not prepare him to practice a pro- 
fession, but it gives him a broad training, so 
that he is prepared to take up any special line 
that he may choose and fit himself more thor- 
oughly than he could without the drill along 
lines laid down in a general curriculum. I am 
glad, then, that I had the opportunity of study- 
ing four years at Old Yale in the College 
department for this reason, among many others 
just as good. — Frank Bradley Lewis. 



BUTTE 



I am not a **college man," but conceiving 
that by the term ** college education" is meant 
a course of training, instruction and study that 
develops a taste for learning and a skill to ac- 
quire it, its value to every well-balanced man, 
whether he be a worker with hands or with 
brain, must be conceded. 

It will increase his ability to earn a living, to 
serve his fellowmen and his country, to appre- 
ciate science, art and history, philosophy, life, 
eternity, and the All-Ruling Power. It in- 
spires to effort and to philosophic content — the 
latter even if best effort fails. Fortunate is he 
who compasses it. And he who hath it not, 
must toil the harder its lack to supply. 

— Geo. M. Bourquin, Lawyer. 

Page Fifty 



ZSaatip ^0 tICo CoUese? 



I am glad every day that I went to college. 
Why? First, I am glad because the college 
days themselves live with me as a precious 
memory of broadening studies, interesting and 
interested teachers, and beautiful friendships. 
Secondly, when I had finished college I was 
able to command a position where the work 
was agreeable and the remuneration worth 
while. Lastly, now that I am a wife and 
mother I know I am the better fitted to fill that 
most important of all places, because I spent 
four years at college. My college days left me 
a legacy which nothing can take away. 

— Eleanor Humphrey Smith. 

A young person should take a college 
course to receive the refinement and culture that 
come from moving in a literary atmosphere dur- 
ing a receptive period of life; to lay the foun- 
dation for mental growth; to prepare to com- 
pete with those who have received collegiate 
training; and to learn to work. 

— G. W. Craven. 



DILLON 



I prize a college education because by greatly 
enlarging one's mental horizon, it increases his 
efficiency and makes him a more valuable mem- 
ber of society, and thus adds to the real joy of 
living. 

—Rev. S. D. Hooker. 



Page Fifty-One 



'^^Ijrougf) tt)e mebium of 
vJ^ tfje unibergitp tfje £(tu= 
bent ig farougf)! face to face 
hjitf) great tijougtjtg anb great 
problems. Cfje tuifie men of 
all ageg anb all climes 
become i)ii brothers, anb tfje 
consolations! of pfjilosopfjp to 
f)im are not meaningless 
toorbs, but libing anb fj^lpful 
realities/' 

''/^bucation is not to make 
v^ us seem to be greater to 
tfje toorlb, but tfje toorlb anb 
all life anb all eternitp greater 
anb ricf)er anb more beautiful 
to us." 



W&iiV <So tEo College? 



I am asked to tell, in fifty words, **The 
Value of a College Education to a Business 
Man." Obviously, this is impossible. How- 
ever, a recent observation of mine may serve to 
illustrate. In a city of Eastern Montana the 
other day I ran across a young man who had 
been a high school pupil of mine in Colorado. 
I knew that he had gone through one of the 
best Western colleges and that he expected to 
enter the profession of law. But I found he 
had entered the cattle business instead, with one 
of the leading commission firms of the United 
States, and is now the salesman for that firm 
at its Denver yards. Though still youthful, his 
salary is $3,600 per year. It is my firm con- 
viction that his college education not only 
makes him a better citizen and a happier man, 
but contributes materially toward his success in 
business. 

— Grant E. Finch, 
Supt. Montana State Normal School. 



I am glad I went to college because the 
knowledge acquired there and the mental train- 
ing received, the inspiration caught from noble 
personalities, the friendships made with persons 
of all ranks and opinions, have given me a 
broader sympathy with mankind, a deeper un- 
derstanding of the real things of life, and a 
truer appreciation of the beauty and worth of 
the world in which I live. 

— (Miss) Jean Frank Bishop. 



Page Fifty-Three 



(go Co College? 



GLASGOW 

Colleges are the smelters transmuting red 
mud into steel. Mud is doubtless useful — to 
chink crannies, or to raise cabbages — but with- 
out iron the world's industries would collapse. 
College men are iron ore educated into steel — 
the bright and busy instruments of Progress. 
Steel tool, or potato hill — do thou choose. 

— Howard M. Lewis, Lawyer. 



GLENDIVE 

A young man or young woman of today who 
wishes to take a place in the world above the 
commonplace must have a college education; 
and even what is called the commonplace may 
be made a place of much more worth by col- 
lege training. No one can rise to the highest 
proficiency in any line of work or in any mis- 
sion of life without the best training the best 
schools can give. 

— (Miss) Harriet Kelly. 



GREAT FALLS 

A modern college course is indispensable 
nowadays to one ambitious to succeed in any 
of the higher planes of business life. One must 
have a certain amount of mental training before 
he starts in life to be properly equipped to suc- 
ceed. The usual gait of the average man is 
such that when his day's work is ended he is 
so fatigued mentally and physically that he has 

Page Fifty- Four 



Wiifv ^0 tSTo College' 



not the energy left to follow up a course in self- 
education. The man who does so is a rare 
exception, and a commendable one. To fully 
and quickly grasp and determine problems as 
they are presented in business life, one must 
have a college education, not only that he may 
form correct conclusions, but that he may be 
able to form clean-cut expressions in letter writ- 
ing, grammatically correct. 

There is one thmg, however, in a college 
course that must not be overlooked, and that 
is the pupil should not be trained along lines 
that will make him feel above honest common 
labor. A man should not be ashamed to don 
a pair of overalls and get his hands dirty, no 
matter what his vocation. 

— R. R. Reckards, Banker. 



For young men who are to engage in the 
higher professions of life, a college education 
may be regarded as indispensable. Also, in the 
realm of business affairs, where money-getting 
is not the sole object, we find that the power 
and the influence of men who have been edu- 
cated in our colleges and universities are vastly 
increased. In the various walks of life those 
who have received these advantages, as a rule, 
have broader views of human affairs and are 
better prepared to work for the world's ad- 
vancement. 

— Paris Gibson. 

Page Fifty- Five 



Qtrfjaps! tije cijief ab= 
bantage in a coUese 
ebucation i& tfjat it broabenfi 
one's! ^ovi}on. ®nt ht- 
tomti acquainteb tDittj more 
gubjectt, interegteb in more 
birections, stees more in life, 
gets more out of life* ILittle 
tt)insfi no longer appear 
great, anb great tfjings! one 
neber breameb of before, 
risfe into bieto* 3t is like 
climbing a mountain* 0nt 
neber fenobjg tlje real lanb= 
Scape until one ftas bietoeb 
it from ti)e fJ^igfjts* 



2l8if)P #0 ^0 College? 



HELENA 

I regard this training which a young man 
receives in college as of inestimable value aside 
from any practical advantage vv^hich it may be 
to him in a business way. Life consists in 
wealth of being. What we are that we have. 
Before we can enjoy what the world holds for 
us our capacity for enjoyment must be enlarged. 
This enlargement of our capacity and refine- 
ment of our faculties is the true education. 

— Rev. Frank A. Powell. 



Some geniuses, like Lincoln, have attained 
to a position of eminence at the bar without the 
advantages of collegiate training, but, as the 
vast majority of lawyers who have risen above 
mediocrity have been college graduates, it is an 
insurance which no ambitious youth, not con- 
vinced that he is a genius, should forego. 

— T. J. Walsh, Lawyer. 



KALISPELL 



The advantages to any person with a college 
education over one who has never had such an 
opportunity are too numerous to mention, and 
the person who has a chance to take a college 
course and overlooks it will regret it many times 
as the years go by. 

— R. D. Peeler, Banker. 

Page Fifty-Seven 



ISaftp (go Wo College? 



A young person who can should take a col- 
lege course, because it better fits such person 
for every walk and condition of life. There is 
no person you cannot face or fly from except 
yourself. A college education gives a bigger 
and better self to live with; a higher appre- 
ciation of the rights of others, and from it doors 
open into all the varied fields of human thought 
and labor. 

— W. N. Noffsinger, Lawyer. 



LIVINGSTON 



In these days of keenest educational compe- 
tition, a college education is almost a necessity 
to a woman who would develop her powers to 
their highest capacity. If college can do any- 
thing for a woman, it can help bring out what 
there is in her and teach her to use it. For the 
prospective professional woman, it is, I should 
say, indispensable. 

— (Miss) Zoe Hartman. 



It is my settled conviction that every young 
man who can should take a college course. It 
is a mistake to think that it has little or no 
value for the farmer, merchant or mechanic. 
The educated man, whatever his calling, is the 
better prepared to make the most of his oppor- 
tunities. Success or failure in life depends 
largely upon how we use them. 

—Rev. C. P. Burnett. 

Page Fifty-Eight 



®aB{)p #0 ®o College 



MILES CITY 

Many men have achieved success without a 
college education, and many, I dare say, will 
continue so to do. But in this age of pro- 
gressiveness, ihis argument falls short of being 
a good reason why a college education should 
not be obtained as a foundation for every walk 
of life. Social and business relations demand, 
today, men of culture and refinement to cope 
with their fellowmen for the betterment of man- 
kind and the attainment of good citizenship, and 
statistics of the yearly increase of graduates from 
colleges bear a silent testimonial of this fact and 
how the American people regard the value of a 
college education as a foundation for every busi- 
ness career. 

— S. D. McKinnon, Lawyer. 



MISSOULA 

Vocational training attains its highest plane 
in the inclusive title. Engineer. 

The laws of power and strength are exact. 
The vocational school supplies instrument knowl- 
edge in the handling and designing of tools. It 
does so, provided the preparatory training has 
fitted one to be accurately acquisitive as well as 
to be able to properly relate these pieces of 
knowledge. 

The surest training for this exact, related ac- 
cumulation will be found in the study of the 
languages, as their mastery demands both exact 
and accurate application. 

My contention is that the Engineer in the 

Page Fifty-Nine 



^^ agibc to let anj> 
man paiSg tuijo fenotosi 
tol)iti)er fjc isi going." 

— STorljan. 

'/[ ollesc gijotojJ j>ou 
^-^ tofjeretogoanti 
in^pivts pou to get 
tfjere." 



Wi)p #0 ®o College ? 



broad sense must know much outside his pieces 
of instrument knowledge. If he has not ac- 
quired habits before the purely tool acquisition 
begins he is likely to remain a workman and not 
realize the real sphere of his profession. 

— J. H. T. Ryman, Banker. 



On important reason why a boy should 
attend college, is that he is better able to appre- 
ciate modern conditions and problems pertain- 
ing to the conservation of health and the pre- 
vention of disease, not only in regard to himself 
individually, but also to his family and to the 
community in which he lives. 

— E. F. Dodds, M. D. 



Setting aside the traditional reasons of the 
advantages of disciplining the mind and of the 
broadening of culture, I find a strong reason in 
the larger perspective given, with a consequent 
greater correctness of judgment. Business and 
professional life are so limited in outlook and 
range, that things are not seen in their true and 
broad relations. 

A well selected course of college study gives 
one the opportunity of considering dispassion- 
ately the values of life. It is not only informing 
but liberalizing. The successful college student 
may not be a bigger money maker, but he 
should be a broader man. 

— Martin R. Marshall, Merchant. 

Page Sixty-One 



Wiifv <So ®o College? 



A normal boy should get from his college life 
at least four things; an ideal, an inspiration, a 
broadened sympathy, a tolerant spirit. The 
first will give him something towards which to 
shape his life; the second will supply a mooring 
for times of stress; the third will furnish him a 
field of contact with his fellows; the fourth will 
make him useful. Are these worth while? If 
they are, they furnish persuasive reasons why a 
boy should go to college. 

— William F. Wayne, Lawyer. 

Education is not alone mere ** book-learning." 
If a college education meant but a study of the 
arts and sciences from books, then perhaps, in 
this work-a-day twentieth century, the value of 
a college education might be questioned; but 
four years in college mean much more than the 
mere study of books, for it is during such four 
years that we really learn to know ourselves. 
The benefits derived from daily contact with 
students from all sections of the country, with 
their differences in thought and temperament, 
are many; and, from a practical standpoint the 
success of many a man can be traced back to 
some friendship or connection formed during his 
college career. A college education teaches one 
independence and loyalty, and the value of a 
clean, honest, upright life is soon appreciated 
by the average student. It is in college that 
we create our ideals, and the exquisite pleasure 
given us in after years in seeking to realize those 
ideals is alone worth the time given to a college 
education. Only the college graduate knows 
the pleasures of the class reunions and the real 

Page Sixty-Two 



W&i)? #0 ®o College 



I 

r 



joy of living again in memory the days spent 
in college. — Robert R. Freeman, Lawyer. 

The college man is better fitted for almost 
every line of work than he would be had he 
not had the training which led to his degree. 
He is quicker to observe; he is quicker to act 
and he has learned patience. I have no hesita- 
tion in expressing my complete confidence in 
the benefit of the four years spent in college, 
whether the young man intends to enter an 
office or to engage in work which is not 
directly in line with his studies. 

— ^A. L. Stone. 
WIBAUX 

Not only is a college education valuable to 
those engaged in pursuits demanding the broad- 
est and fullest equipment possible in Literature, 
Languages, Mathematics, Philosophy or Science, 
but also such an education is of great value to 
a business man. This becomes quite evident 
when we consider that the personal equation, as 
it is called, is a strong factor in all business 
transactions. 

Any training, then, that gives a man a 
broader mental outlook, a deeper knowledge of 
human life, experience, and thought of past days 
or of the present time, naturally enables him to 
more readily come into touch with his fellow- 
men, and to win their respect as a man ac- 
quainted with affairs, thereby impressing them 
with his stronger personality and consequently in 
no small degree winning that sympathetic re- 
sponse that a good address always gains. 

— Rev. E. N. English. 

Page Sixty-Three 



«i)at tfje ®[ntbergitp of iWontana 
Mh for Mt 

OPINIONS OF MONTANA ALUMNI 

The University of Montana gave me a 
diploma and credits which admitted me to Rush 
Medical College of Chicago, and all such cred- 
its w^ere accepted without further examination, 
which otherwise is very rigid. Local acquaint- 
ances later helped me in starting in my profes- 
sion, many perhaps recommending me to their 
friends. 

— Chas. Pixley, M. D., '99. 

Missoula, Mont. 



The University of Montana has assisted me 
in getting a good general education. When I 
started in the fall of 1895, I did not intend to 
go more than one year. By the end of that time 
my appetite for more knowledge was so keen 
that I resolved to complete a course, if such a 
thing were possible. I stayed with the proposi- 
tion, and took my degree in 1900. I think the 
Montana University has done as much for me 
as any other college, east or west, could have 
done. I consider that I am as well equipped 
as the average man in my profession. I attrib- 
ute whatever success I have achieved in life thus 
far to the training I received while attending the 
University. 

—Chas. E. Avery, '00. 
Missoula, Mont. Lawyer. 

Page Sixty- Four 



lMi)p (§0 €o College? 



Perhaps the most that any educational insti- 
tution can do for a student is to give him that 
opportunity for personal expression that enables 
him to develop his best capacities to the point 
where he is equipped to meet and negotiate on 
his own responsibility the tasks that confront him 
in the serious business of living his life. 

I consider myself peculiarly fortunate in hav- 
ing had the opportunity of being a student in the 
University of Montana. In the scope of its 
curriculum, in the personal interest of its faculty, 
in the happy and ambitious spirit of its associa- 
tions, and in the proper degree of personal free- 
dom in the choice of its courses, the University 
of Montana fulfilled for me every requirement 
of an educational institution. Having nurtured 
a life-long ambition for an eastern college educa- 
tion, I renounced it in favor of the University of 
Montana, and I have never regretted the choice. 
— Kathryne C. Wilson, '01. 
Inland Herald, Spokane, Wash. 

After nearly a decade's experience as a 
metallurgical chemist two things stand pre-emi- 
nently as developed by my Alma Mater. It 
gave me the key to a world of information and 
to the master minds who have contributed to 
the knowledge of my chosen profession. It also 
has developed the characteristic to take nothing 
for granted, but to ascertain the truth through 
your own personal effort. 

In other words, a personal equation has been 
developed and the seeds of an individuality of 
character planted. 

— G. F. Sheridan, '02, Butte, Mont. 

Page Sixty- Five 



"•Cyrom being a little 
-^— ^ man in a little 
tDorlb toitt) little to knotD, 
a college gtubent Sloiolp 
bigcoberji tbat tijere is 
poggibilitp of f)iJS becom- 
iug a great factor in a 
great biorlb, toitfj ntore 
to &nob) tban one b^^ti 
can contain. Cbucation 
ig liberation." 

— ?iarte. 



OTffjp #0 Co College? 



The training received at my Alma Mater, the 
University of Montana, has been of great benefit 
to me. It was here that I received the ground- 
ing in the fundamental and basic principles upon 
which much of the work I have since been able 
to do as a mechanical and electrical engineer 
has been based. 

—A. G. McGregor, '02. 
Anaconda, Mont. 

It is difficult to tabulate the exact results of 
any life experience, but in general, the benefits 
derived from my University course were, a 
higher outlook on life, a greater appreciation of 
its cultural elements, as well as its practical con- 
siderations. 

I count it a privilege to have been closely 
associated — as must needs be the case in a 
small institution — with men and women of 
marked personality and high ideals, and influ- 
ence counting for so much when one is begin- 
ning a pursuit of knowledge. 

—Alice Herr, '04. 

Dillon, Mont. 

The University developed the social side of 
my life. I went there a book- worm, who pre- 
ferred crossing the street to meeting acquaint- 
ances. After two years in the dormitory and 
Clarkia, I enjoyed entering into the various ac- 
tivities of the college, and the experience has 
been of untold value to me. 

— ^Jessie Bishop Giboney, '05. 

Great Falls, Mont. 

Page Sixty-Seven 



^0 tCo College? 



The special training and many advantages 
offered me while a student at the University of 
Montana, have made it possible to lay a broad 
foundation upon which to build success. 

Aside from the v/ell recognized truth that a 
college education expands one's resources, men- 
tally, morally and socially, I would strongly em- 
phasize the fact that the University of Montana 
has been a great factor in bringing me into close 
touch with Montanans. My schoolmates and 
associates in the University were practically all 
home people in a rapidly developing state 
who in a short time will be in control of Mon- 
tana's affairs. If for no other reason than this, 
I feel deeply indebted to the University of Mon- 
tana for bringing me in contact with the influ- 
ential people of the state, and especially in such 
close relationship. 

—Fred E. Buck, '06. 
City Engineer, Missoula, Mont. 



The Twentieth Century brings us to a period 
in the onward progress of the world where a 
man must learn to think for himself. He must 
sum up his capabilities, concentrate his ideas, 
and then devote the few short years that God 
has allotted to man, toward helping his fellow 
creatures. A University training helps one to 
make this decision. In my case I must thank 
Montana, my Alma Mater. 

— Josiah J. Moore, '07. 
Rush Medical College, Chicago, 111. 

Page Sixty-Eight 



#0 Zo CoUese 



The proficient faculty familiar with the con- 
ditions in this state for which to prepare the 
students, the fully equipped laboratories and 
shops, the high standard of work maintained, 
the opportunity for individual instruction on ac- 
count of the small number of students, and the 
benefits resulting from the close relations exist- 
ing between faculty and students, are some of 
the advantages ottered by the University of 
Montana. These should be the requirements 
asked for by all parents seeking a college for 
their boys and girls. Since our State University 
can offer these requisites why send them outside 
the state amongst strangers for the education 
which they may obtain at home? 

—J. H. Mills, '07. 

Butte, Mont. 



The University of Montana is a growing 
institution. Therem lies its chief appeal to 
young people. For there they may come into 
possession of the spirit of a vigorous optimism, 
a strong aspiration, and high ideals. These are 
among the best things which young people can 
gain from any institution. 

Speaking personally, I believe that the Uni- 
versity of Montana enriched my life and can 
equip young people for better service. It is 
adapted to the needs of the state. It educates 
young people to fill the position and solve the 
problems and possess the spirit which Montana 
requires. 

Page Sixty- Nine 



laatip (go Co College? 



Moreover, I know from my acquaintance 
with several colleges that there has been devel- 
oped at the University of Montana a splendid 
spirit of college loyalty which is attractive and 
inspiring and forms one of the great elements 
in creating the atmosphere of a university. I 
commend the spirit and the work of the Univer- 
sity of Montana to all young people who are 
seeking a college education. 

— Rev. Geo. E. Barnes, '02. 
Rhodes Scholar, Coldwater, Mich. 



Cbutation jFor €!ficientp 



Page Seventy 



Wi)V ^fjoulb a ilontana Pop Come to 
tije Winti^txiitp of ilontana? 



In every line of activity today the cry is for 
more trained minds, for men who can think 
quickly, penetrate deeply and reason accurately. 
Assuming equal ability, the college-trained man 
will fill these requirements more nearly than 
his neighbor who has not had a college train- 
ing. And since Montana is particularly in need 
of broad gauge, clear-thinking minds during 
these formative years, there would seem to be 
every reason for the Montana boy to seek a 
college education. Granting this, why should 
he enroll in the University of Montana? 

First, because it is the foremost educational 
institution of the State, the centre about which 
is built the public school system. It is a Uni- 
versity in every sense, not confining its curric- 
ulum to one or more branches, but offering 
courses in many fields of knowledge. Classics, 
Literature, History, Economics, Languages, 
Mathematics, Physics, Chemistry, Geology, 
Biology, Forestry, Psychology, Engineering, 
Philosophy, Education, Law, Art, Music — 
surely from this list anyone should be able to 
choose a course adapted to his particular ability. 

Second, these courses are all under the super- 
vision of professors who are recognized in the 
educational world for their attainments. A large 
percentage have acquired the degree of Ph.D., 
a mark of high distinction among scholars. 

Page Seventy-One 



WiiiV ^0 ^0 CoUege? 



TTiird, a student of the University receives 
the personal attention of these professors. Classes 
are not so large that he is lost and becomes only 
a unit helping to make up the student body. 
He remains an individual, receiving individual 
instruction, adapted to his individual needs, 
with the result that he can make his college 
training count to the highest degree. 

Fourth, owing to its size, the University of 
Montana gives a wide scope for student activi- 
ties. The student is not buried under a weight 
of numbers. He finds all the college activities 
— athletics, journalism, fraternities, literary and 
musical societies, etc., in a flourishing condition, 
and he is urged to take some part to promote 
that branch in which he is particularly inter- 
ested. He is not received with indifference, but 
is made to feel that his efforts count for some- 
thing. 

While the University of Montana has not 
the ivy-covered buildings and time-honored tra- 
ditions of many eastern schools, nevertheless she 
is making history of a highly important char- 
acter, and every student feels that he is doing 
his part to make that history worthy of being 
recorded. 

Fifth, if the Montana boy goes east to school, 
he leaves behind him some of his best friends 
when he returns west to take up his life work. 
If his college life is in Montana, he can keep 
in close touch with his school and the friend- 
ships it brought him; and will not feel the sense 
of isolation that must be his if a whole conti- 
nent separates him from his Alma Mater. 



Page Seventy-Two 



laatP ^0 Co CoUege? 



Sixth, the University of Montana is for Mon- 
tanans. Citizens who pay taxes to support it 
should take a pride in it and in building up its 
attendance. They will reap the fruit of this 
policy not merely in the saving of the money 
that an eastern education would certainly cost, 
but also in upbuilding a great school in a great 
commonwealth, of which their children and 
their children's children shall be proud. 

— G. H. Greenwood, '04. 

Spokane, Wash. 



''^^die bifference between a large uni= 
^^ berfiitp anb a stmall collese ii 
tijat m tf)e large unitiersiitp tije situbent 
goeji tfjrougt) more college, but in tfie 
stmall college more college goes! tijrougi) 
tije ^tnhtntr 

— HTofjn a. $eter0, HIL.B., gale. '42. 



Page Seventy-Three 



E 

F 

F 

I 

C 

I 

E 

N 

C 

Y 

T 
H 
R 
O 
U 
G 
H 



OT[f)P #0 Co College? 



The University of Montana 

President Benjamin Ide Wheeler, in his com- 
mencement address at Missoula, June 8, 1911, 
said: **An American hates to be connected 
with a finished town. He wants the chance 
to do something — the chance for betterment." 
It is just the same with colleges. 

Older schools may point with pride to their 
traditions. We in the West point to our oppor- 
tunities. As a Montana graduate said: **One 
has here the chance to start things." Every 
freshman even can make his influence felt; his 
life will count. 



Would you rather be a follower, or an orig- 
inator? Would you rather belong to a "fin- 
ished" university or a growing, pushing, truly 
Western institution? That is the kind of col- 
lege the University of Montana is. Last year 
its attendance 



D 
E 
V 
E 
L 
O 
P 

"^ Showed an Increase of 22% 

E 

N 

T 



Page Seventy- Four 



3Sit)? ®o tlTo CoUese ? 

E 

F 

The University of Montana ^ 

Do you know that practically the same plan ^ 

of studies adopted by Harvard in 1910 was I 

instituted in your own State University in 1 909 ? E 

Educators everywhere have praised it. The N 

following paragraphs explain it in detail: Q 

Every freshman is required to take one year Y 
of English and two years of Physical Culture. 

These are the **Required Courses.*' T 

To receive a degree all students (except H 

engineers) are required to take in addition as ax 

necessary elements of any real education a O 

certain number of courses in Science, Language, U 

History or Economics, Literature or Philoso- Q 

phy. This amounts roughly to one year and lj 
a half of work, fixed as to general subjects, 

but elective as to precise courses. p. 

Then each student selects a major subject. £ 

With this he becomes thoroughly acquainted \J 

and can thus prepare himself to go into prac- p 

tical work in a large number of vocations when j 

he has finished his course. ^ 

Thus the University of 'Montana in a thor- p 

oughly practical way gives the students both \ji 

cultural and vocational training. p. 

N 
T 



Page Seventy- Fiv« 



I 



Xbo not tielicbe tfjat anj> 
life outtilJe of a coUeffe 
ija)S lieen fount tfiat tutll in gtn= 
eral to £(o mucl^ for a man in 
ijelpins |)im for t|)i£( i)Ufiiine£(£( of 
Ubing. 3 cottlb get more infor- 
mation out of Cfjamtier'jS €n= 
cpclopebia, ^ffitfi vou can t»uj» 
for ten boUarsi, tijan anj> man 
toiU acquire as facts! i)j> sfpenti= 
ing four pears! in coUege. ?But 
tfje bttginegs! of cijanging a fto? 
into a man, or if j»ou pleas!e, 
changing an unlettered cub into 
a bjeU traineb gentleman ig on 
tfje bjfjole more s!implj> anb cer^ 
tainlp bone in a goob coUege 
tijan anpbjfjere elge." 



turtle Conclusion of tlje 
WfioU ilatter 

What is it to be educated? Is it simply to 
be a prosperous farmer, lawyer, or business 
man? It never has meant this and it never will. 
For education means first of all knowledge of 
man's struggles in the past for truth and free- 
dom; knowledge of the great facts of external 
nature, of society, and of man himself; knowl- 
edge of what yet remains to be learned and 
solved. Second, it means power — power to 
use one's mother tongue accurately and force- 
fully, power to think consecutively, power to 
act efficiently. Finally, it means poise, freedom 
from excess, prejudice, intolerance. **A good 
education" in the words of Plato **is that which 
gives to the body and to the soul all the per- 
fection of which they are capable." Such an 
education is valuable to the farmer, the lawyer, 
the merchant — to any man. It can be secured 
by one's self; it is most easily secured through 
a good college course. Such a course the Uni- 
versity of Montana offers you — its motto: 



CKiciencp tlTfjrousfi ©ebelopment 



Why You Should Come to 



COURSES: 



The University offers regular college 
courses in 

Biology, Botany, Forestry, Physics, 
Chemistry, Geology, Mineralogy, Math- 
ematics. 

Greek, Latin, Spanish, French, Ger- 
man, English, Literature, Public 
Speaking. 

History, Philosophy, Economics, 
Library, Science, Psychology, Educa- 
tion, Fine Arts, Music, Physical Culture. 

The University offers the following 
professional courses : 

Engineering : Mechanical, Electrical, 
Civil, Chemical. 

Forestry, Law, Education. 



FACULTY: 



The faculty of the University of Mon 
tana is capable and well trained. All 
are experienced teachers; as a fresh- 
man you would be under the best per- 
sons on the faculty, not given over to 
some untrained assistant. 



FOR ANY FURTHER INFORMATION 



^ The University of Montana 

EQUIPMENT; 

The laboratories and library of the 
University are adequate for good college 
work. The library numbers 12,789 vol- 
umes, exclusive of government docu- 
ments, and new accessions are con- 
stantly being made. 

STUDENTS: 



The student body is alert and ener- 
getic. It is small enough so that every- 
body has a chance, and large enough to 
support all sorts of college activities. 

LOCATION; 

The University of Montana is situated 
at Missoula, one of the most beautiful 
and progressive cities of the West, in 
the heart of the Eockies, at the foot of 
the famous Bitter Root valley. It has 
a delightful climate, and, served by two 
transcontinental railways, is easy of 
access and touched by currents of the 
world's life which other larger cities 
often miss. Through the generosity and 
interest of its citizens students finding 
it necessary to earn their own way usu- 
ally can secure remunerative employ- 
ment. 

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GOING TO COLLEGE 



? 



Desire Any Literature About 
The University of Montana ? 

Wish More Detailed Infor- 
mation on Special Points? 

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of Earning Your Own Way ? 



FOR ANY INFORMATION WRITE TO 

THE REGISTRAR 
Universify of Montana, Missoula 



LIBRARY OF CONGRESS 



019 759 503 6 # 



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